Dreamers
By Yuyi Morales
Reading age: 4-8
Issues Addressed: Immagration, cultural identity, diversity
This lovingly-illustrated picture book memoir looks at the myriad gifts migrantes bring with them when they leave their homes. It’s a story about family. And it’s a story to remind us that we are all dreamers, bringing our own strengths wherever we roam. Beautiful and powerful at any time but given particular urgency as the status of our own Dreamers becomes uncertain, this is a story that is both topical and timeless.
This book can be found at: https://www.amazon.com/Dreamers-Yuyi-Morales/dp/0823440559
Or https://www.scholastic.com/teachers/books/dreamers-by-yuyi-morales/
Possible discussion questions:
- How do you think you would feel crossing that bridge to a new country?
- What is the significance of the words “Adiós Corazón” at the bottom of that page?
- In what ways does the public library provide assistance and hope to the mother in her moment of need?
- The narrator says the library is “a place we had never seen before.” Why might she say that?
- The author of this book uses the term “Dreamers” a bit differently than we see it in the media these days. What does the term mean to the author and what do you think when you hear that word?
Enemy Pie
By Derek Munson
Reading Age level: 5-9
Issues Addressed: Bullying, Social emotional learning
When a new boy Jeremy moves into the neighborhood, our narrator’s perfect summer now turns into a nightmare. So our narrator goes to his father for advice on what to do about his new enemy. Dad had one tried and true method, making enemy pie.
Possible discussion questions:
- Do you have a best friend? What makes them a good friend?
- What can happen when you give people a chance or ‘the benefit of the doubt’?
- Why do you think the little boy and Jeremy didn’t get along at first?
- How do you think Jeremy would feel if he knew how the narrator felt about him?
- What do you think, “ To have good friends, you must be a good friend” means to you?
George
By Alex Gino
Reading Age: 8 to 14+
Issues Addressed: LGBTQIA+ and Gender Identity
George has a secret that the young one is trying desperately trying to find a way to tell the world, but most importantly a way to to tell George’s mother. George is truly a transgender girl named Melissa. When Melissa’s class puts on the play “Charlotte’s Web,” she comes up with a plan to show who she really is to the world.
This book can be found at: https://www.scholastic.com/teachers/books/george-by-alex-gino/ or https://www.goodreads.com/book/show/40948486-george
Possible discussion questions:
- Melissa wants to talk to her mom about how she feels and who she is, but she’s not sure how to. What are some things that her mom did that made it more difficult for Melissa to talk to her? What are some things she did that made it possible for Melissa to finally open up?
- Do you think it’s fair that the boys and girls can’t try out for the same parts in the play? How does it make you feel when people say that some things (like pink or blue) are only for boys or girls?
- Principal Maldonado tells Melissa’s mom, “Well, you can’t control who your children are, but you can certainly support them, am I right?” (p. 160) Do you think Melissa’s mom understands what she means? Why does Principal Maldonado tell her this?
- Melissa’s mom says, “I just don’t want you to make your road any harder than it has to be.” (p. 170) What are some ways Melissa’s life is already hard? Can you think of some ways her life might be made easier?
- The tagline for George is: “Be Who You Are.” Discuss what this means to you. What are some ways that you can be who you are? What are some ways that you can support other people in being who they are?
Rick
By Alex Gino
Reading Age: 9-14
Issues: LGBTQIA+ representiton and sexual identity
Rick’s never questioned much. He’s gone along with his best friend, Jeff, even when Jeff’s acted like a bully and a jerk. He’s let his father joke with him about hot girls even though that kind of talk always makes him uncomfortable. And he hasn’t given his own identity much thought, because everyone else around him seemed to have figured it out. But now Rick’s gotten to middle school, and new doors are opening. One of them leads to the school’s Rainbow Spectrum club, where kids of many genders and identities congregate, including Melissa, the girl who sits in front of Rick in class and seems to have her life together. Rick wants his own life to be understood. Even if it means breaking some old friendships and making some new ones.
This book can be found at: https://www.indiebound.org/book/9781338048100 or https://www.barnesandnoble.com/w/rick-alex-gino/1131040460
Possible discussion questions:
- Why do you think Rick stays friends with Jeff even though he is uncomfortable with the way Jeff talks and treats other people? Could this be the same reason Rick does not tell his father how it bothers him when his dad jokes about girls? What could be those reasons?
- When Rick attempts to talk to his sister about his own identity, she dismisses him stating he’s too young to know these things, Rick gets upset and feels deflated. Why do you think he feels this way? What do you think Rick was hoping his sister would say instead?
- Why do you think Rick was able to connect with his grandfather in ways he has not been able to with his own father?
- What can we learn from Rick’s search to understand his own identity?
Sometimes People March
By Tessa Allen
Reading Age level: 4-8
Issues Addressed: Social justice and movements
Ants march and bands march together. But, why do other people march together? This simple tale teaches about the different reasons and ways people band together to help make the world a better place.
Possible discussion questions:
- “Marching is something people do together when they want to resist injustice.” What does it mean to resist? What is injustice?
- “Sometimes great change starts small, with a brave question.” How can a question be brave?
- How can feelings of fear or anger or injustice turn to hope for change?
- How is marching a way of resisting?
This book can be found at: https://www.harpercollins.com/products/sometimes-people-march-tessa-allen?variant=33007288221730 or https://www.indiebound.org/book/9780062991188
The Black Flamingo
By Dean Atta
Age level: 15-18
Topics: Racism, ethnic identity, LGBTQIA+ representation, sexual identity
In this coming of age story, the reader follows Michael as he navigates life as a bi-racial gay boy living in London. Michael spends much of his time trying to understand the world around him and his place in it.
This book can be found at: https://www.thebookstall.com/book/9780062990297 or https://www.harpercollins.com/products/the-black-flamingo-dean-atta?variant=32123529035810
Possible discussion questions:
- What do you think Michael means when he says:
“— I don’t want to pretend to be anyone, not any more. So who is The Black Flamingo?— He is me, who I have been, who I am, who I hope to become. Someone fabulous, wild and strong. With or without a costume on.”
- Michael makes a powerful statement when he says: “Your ignorance may be innocent but the racism is real. I want both of you to think about how what you said might make me feel.” Should we as a society accept ignorance if it comes from an innocent place? If so, how long should we accept ignorance? Or can we ever call ignorance innocent if it also comes with a lack of empathy?
- What does a statement like this say about personal identity? “This book is a fairy tale in which I am the prince and the princess. I am the king and the queen. I am my own wicked witch and fairy godmother. This book is a fairy tale in which I’m cursed and blessed by others. But, finally, I am the fairy finding my own magic.”
The Breaking News
By Sarah Lynne Reul
Reading Age: 5 and up
Issues: Social and emotional learning
A young girl’s life changes when bad news airs over the television. She notices her parents are not acting like their normal selves and everyone around her seems sadder and quieter. It makes this little girl feel scared and small. What can she do to help?
Possible discussion questions:
- How do you feel when you see something on t.v. that seems scary? Who can you talk to about these feelings?
- The girl’s teacher tells her students to look for the helper who are doing good no matter how big or small. Who are some of the helpers you can look for? How can seeing them help you feel better?
- What are some of the small ways you and your family can help during a hard time?
This book can be found at: https://www.indiebound.org/book/9781250153562 or https://us.macmillan.com/books/9781250153562
The Seed of Compassion
By His Holiness the Dalai Lama
Reading Age level: 4-8
Issues addressed: Social emotional learning
In this story His Holiness the Dalai Lama recounts moments of his childhood to impart important lessons about compassion and kindness. This book encourages and guides readers to plant more seeds of kindness to help grow within our world.
Possible discussion questions:
- Can you recall from the story how the Dalai Lama’s mother showed compassion and kindness to others? What impact did this have on him?
- In the story the Dalai Lama says, “a tall tree never forgets the seed it sprouted from.” What do you think that means?
- What are some acts we can do to be kinder and show more compassion?
This book can be found at: https://www.penguinrandomhouse.com/books/607681/the-seed-of-compassion-by-his-holiness-the-dalai-lama-illustrated-by-bao-luu/ or https://www.indiebound.org/book/9780525555148
What to Do When You Worry Too Much
By Dawn Huebner, Ph.D.
Reading Age level: 6-12
Issues Addressed: Social emotional learning, anxiety
“What to Do When You Worry Too Much” is an interactive self-help book designed to guide 6-12 year olds and their parents through the cognitive-behavioral techniques most often used in the treatment of generalized anxiety.
Examples of activities within the book:
- Have your child(ren) plant and tend to a plant such as a tomato plant as it grows. The book then uses tomatoes as metaphor for the worries that a child may experience and what they can do with those worries.
- Draw and talk about what worries your child(ren)
- Draw the worry giving up and going away, and other activities.
This book can be found at: https://www.indiebound.org/book/9781591473145 or https://www.apa.org/pubs/magination/441A314
Better Nate than Ever
By Tom Federle
Age level: 12 and up
Issue: Sexual Orientation, Fitting in or Standing out
Nate is a young boy who plans an escape to New York City for one night from his small town problems and the bullies who make fun of his, as he calls it, “undecided” sexuality. Please note there is some strong language used often by the bullies.
This book can be found at: https://www.amazon.com/Better-Nate-Than-Ever-Federle/dp/1534429131/ref=sr_1_1?crid=3QV16F5B4M8NK&dchild=1&keywords=better+nate+than+ever&qid=1608590148&sprefix=Better+Nate%2Caps%2C172&sr=8-1
Discussion Questions:
- Why was Nate being bullied in school?
- How does Nate feel about the other boys in his school and their behavior? How would you feel in his place?
- How did you feel when Nate stood up for one of the boys who was bullying him?
Black is a Rainbow Color
By Angela Joy
Age: 4-8
Issue: Heritage & Cultural Pride
This is the story about a young girl who reflects on the meaning of being a black person and the culture and history around it. This is a powerful and beautiful anthem to pride in one’s heritage and self.
This book can be found at: https://www.angelajoybooks.com/
Discussion Questions:
- How are you like our main character?
- How are you different from each other?
- How is your life and family similar?
- How are they different?
- What is something you are proud/like about yourself? Your family?
Don’t Ask Me Where I’m From
By Jennifer De Leon
Age level: 14 and up
Issue: Racism, Ethnic Identity, Representation
Lilianna is a high school student growing up in a low income community in Boston, MA. At the start of the new school year, Lilianna has been accepted to a gifted students program in a school 20 miles away in a wealthy mostly white neighborhood. Despite her reasons she does not want to attend, with her mother’s insistence, Lilianna begins the long bus rides to this school wondering how she will handle all the challenges ahead. Please note that there is strong language used in this book.
Discussion questions:
- Liliana experiences countless microaggressions, such as teachers asking if she knows where the tutoring centers are, and students asking “What are you?” and “Where are you from-from?” How does she feel in these moments? How does she react? How did you feel about them?
- What is the impact of microaggressions on people of color and other disenfranchised groups? What do you think can be done to help tackle this problem?
- How does Liliana feel when she learns her father has been deported and her parents are undocumented? How would you feel in her place, especially in our current social climate?
- In the book Lilianna says, ‘I am American,’” Liliana says. “‘But . . . I’m also Latina.’” How does moving back and forth between Westburg and Jamaica Plain complicate and deepen her understanding of what it means to hold both of these identities? Can you relate to her? Have you ever felt like you were a part of two different worlds? If so how did that impact your own identity?
Don’t Feel Sorry for Paul
By Bernard Wolf
Age level: 4-10
Subject: Physical differences/disabilities
This non-fiction book is about a young boy and how he uses his prosthetics to engage in everyday activities in a world that isn’t made for people with disabilities.
This book can be found at: https://www.abebooks.com/feel-sorry-Paul-Bernard-Wolf-Lippincott/9011096826/bd
Possible discussion questions:
- Comprehension questions:
- How was Paul different from other people?
- What did he use or do to help him go through all his daily activities?
- Reflection questions:
- How did this story make you feel?
- What can we learn from Paul?
- How do you think Paul feels?
- For older children, you can try expanding the conversation and perhaps build better understanding by having them complete a daily task without the use of one of their limbs, and talk to them about their experience.
How to Lose All Your Friends
By Nancy Carlson
Age level: 3-6
Issue: Social/emotional learning, friendship
Do you want to keep all the toys to yourself? Do you want to be able just to play alone? Just follow these 6 rules and you will lose all your friends. With the use of reverse psychology, this story shows readers how good friends treat each other.
This book can be found at: https://www.amazon.com/Lose-Your-Friends-Picture-Puffins/dp/0140558624
Possible discussion questions:
- How do you feel when a friend (insert one of the behaviors mentioned in the book)?
- How do you think the kids in the book feel when (insert one of the behaviors mentioned in the book) happens?
Kelly’s Creek
By Doris Buchanan.
Age Range: 8-10 years old
Subject: Neurological/Cognitive disability
In this short novel a young boy struggles against his physical impairments and struggles in school while dealing with his parents frustrations. He finds solace at a small nearby creek. When our main character meets a college student, his love for biology brings out a new side of the young boy.
This book can be found at: https://www.fantasticfiction.com/s/doris-buchanan-smith/kelly-s-creek.htm
Possible discussion questions:
- How do you think Kelly felt about how the other children treated him?
- How did you feel about how his parents acted around him?
- How did you feel when you met Kelly?
- How did you feel about him at the end of the story?
- What can we do when we meet other kids like Kelly, and we see how other people treat that person?
Kids Like Us
By: Hilary Reyl
Reading age: age 12 and up
Subject: Autism
Martin Dubois, a 16-year-old with autism, has an opportunity to interact with and befriend neurotypical peers. As Martin begins to attend a general education school he spends time with his school guide and falls in love with a girl who he mistakes as the living embodiment of his favorite fictional character.
This book can be found at: https://www.hilaryreyl.com/book/kids-like-us/
Possible Discussion Questions:
- Has reading “Kids Like Us” reminded you of a time when your experience of a situation was completely different from those around you?
- Have you ever felt isolated in your own perceptions?
- What are your personal experiences with people who are neurodivergent, whether they have autism or other syndromes, like Downs’ or Tourette’s?
- How has your life been impacted by knowing people who process experience differently from you?
Roll With It
By: Jamie Sumner
Age level: 8-12
Subject: Physical differences/disabilities
Ellie is a young girl with Cerebral Palsy and moves around with the aid of her wheelchair. A bright and determined girl she sets out to show the world just what she is able to do.
This book can be found at: https://www.goodreads.com/en/book/show/43730381-roll-with-it or https://www.amazon.com/Roll-Jamie-Sumner/dp/1534442561/ref=sr_1_1?dchild=1&keywords=Roll+with+it&qid=1607536320&s=books&sr=1-1
Possible discussion questions:
- How did Ellie feel around other children?
- What did you think/feel about how other people treated Ellie?
- How would you feel in Ellie’s place?
- How would you have reacted in Ellie’s place?
- What are some ways you could include someone who is differently abled with your activities?
Ruthie and the (Not So) Teeny Tiny Lie
By Laura Rankin
Reading Age: 3-6
Issue: Social & Emotional learning
Ruthie loves teeny tiny things. And when she finds a tiny toy on the playground, it leads to a (not so) teeny tiny lie. What will happen after Ruthie says this lie?
This book can be found at: https://www.amazon.com/Ruthie-Not-Teeny-Tiny-Lie/dp/1599900106/ref=sr_1_1?crid=2FD3L7UUR8A7&dchild=1&keywords=ruthie+and+the+not+so+teeny+tiny+lie&qid=1607628156&s=books&sprefix=ruthie+%2Cstripbooks%2C164&sr=1-1
Possible Discussion Questions:
- Comprehension questions:
- What did Ruthie say when she found the cute tiny camera? Was it true?
- What happened because of Ruthie’s lie?
- Reflection questions:
- How did Ruthie feel after she said the camera belongs to her?
- How do you think Martin felt?
- How would you feel in Ruthie’s place? In Martin’s place?
The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism
By Naoki Higashida
Age level: 13 and up
Subject: Autism
This autobiography gives the reader a personal view of what it is like in the mind of this young non-verbal autistic boy from Japan.
This book can be found at: https://www.penguinrandomhouse.com/books/227014/the-reason-i-jump-by-naoki-higashida/ or https://www.amazon.com/Reason-Jump-Inner-Thirteen-Year-Old-Autism/dp/081298515X/ref=sr_1_1?crid=2YWZ23VH27K7R&dchild=1&keywords=the+reason+i+jump+by+naoki+higashida&qid=1607536753&s=books&sprefix=The+reason+I+%2Cstripbooks%2C166&sr=1-1
Possible discussion questions:
- What are your thoughts after reading Naoki Higashida’s book?
- What surprised you most about his depiction of what it is like to be autistic?
- Naoki states, “The hardest ordeal for us is the idea that we are causing grief for other people.” What would you say to Naoki or any other individual with autism?
- What is the state of treatment and/or understanding of autism today?
- What do we need to learn about autism?
The Story of Ruby Bridges
By Robert Coles
Age level: 4-8
Issues: Racism & History
This is the true story of an extraordinary 6-year-old, Ruby Bridges, who helped shape history when she became the first African-American sent to first grade in an all white school.
This book can be found at: https://www.scholastic.com/teachers/books/story-of-ruby-bridges-the-rev-by-robert-coles/
Possible Discussion questions:
- Comprehension questions:
- Why was Ruby going to this school so important?
- What change happened in our country because Ruby started going to this school?
- Why did Ruby need help being brought to school?
- Reflection questions:
- Why did the other parents not want Ruby going to the school?
- How did it make her feel?
- How would you feel?
- Why was it important for us that Ruby went to this school?
What Lane
By: Torrey Maldonado
Age Level: 10-14
Issue: Ethnic Identity, Racism
“STAY IN YOUR LANE.” Stephen doesn’t want to be told to “stay in his lane. Anything his friends can do, he believes he can do too, and he does his best to prove it. But he starts to wonder, can he do everything his friends can? As a mixed race kid, he feels like he’s living in two worlds with different rules–and he’s been noticing that strangers treat him differently than his white friends.
This book can be found at: https://www.booksandcranniesva.com/book/9780525518433 or at https://www.amazon.com/What-Lane-Torrey-Maldonado/dp/0525518436/ref=sr_1_1?dchild=1&keywords=What+lane&qid=1608578858&sr=8-1
Discussion questions:
- Have other people ever tried to tell you what you can and cannot do? How does it make you feel?
- How does Stephen feel when he starts to notice people are starting to treat him differently? How would you feel in his place?
- Have you ever been treated differently because of the way you looked? How did you feel?
- What can we do if we see someone treated another kid differently just because of their racial background?
What Should Danny Do?
(The power to choose)
By Ganit & Adir Levy
Age level: 3 and up
Issue: Social/emotional learning
For parents and educators who grew up with choosing your own adventure books, What Should Danny Do takes that format and uses it with an emotional and social lesson in mind. As Danny moves through his day difficult moments appear before him, such as Danny’s mother giving his favorite breakfast plate to his brother, and a choice is given. Reading can choose how Danny can react to these problems and see the direct consequences of those choices. The story has nine different endings for children to learn and enjoy.
Possible discussion questions:
- After each consequence of a choice you can ask how the child(ren) feel about that choice.
- When reaching an ending, take time to reflect on the ending. How did that ending make them feel?
- Since there are 9 different endings the conversation can get very diverse, so I suggest reading through the different endings before sharing with the child(ren).
What’s My Superpower?
By Aviaq Johnston
Subject: Neurological Disabilities/ Modern Indigenous family
Age level: 3-8
Nalvana, a young girl with a neurological disability, is amazed at all the wonderful “superpowers” her friends have, but what is hers?
This book can be found at: https://www.goodminds.com/whats-my-superpower-hardcover-2018-fncr
Possible discussion questions:
- Comprehension questions:
- What was Nalvana’s super power?
- Reflection questions:
- How is she like you?
- How is she different from you?
- How is her family like yours?
- How do you think life is like for Nalvana?
When Charley Met Emma
By Amy Webb
Age Level: 3-8
Subject: Physical differences/disabilities
This picture book a young child named Charley meets a girl named Emma who gets around with the help of a wheelchair. Charley doesn’t know how to act towards Emma at first, but then learns more from his new friend than expected.
This book can be found at: https://www.booksamillion.com/p/Charley-Met-Emma/Amy-Webb/9781506448725 or https://www.amazon.com/When-Charley-Met-Emma-Webb/dp/1506448720/ref=sr_1_1?crid=ACA2F4I4G8O8&dchild=1&keywords=when+charley+met+emma&qid=1607538615&sprefix=When+Charley%2Caps%2C167&sr=8-1
Possible discussion questions:
- How are some of the ways you are different from your friends?
- How are some of the ways you are similar to other people?
- When Charley first met Emma he stared at her, but that made Emma feel bad. If we meet someone who looks different, what can we do to learn more about the people instead of staring?
- If you catch someone you know who is staring at someone who looks different, what can you say to your friend?
Kiddie Korner Media 